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Paul Cooper

Paul Cooper is Professor of Education at the School of Education, University of Leicester, UK. Paul is also Co-chair of ENSEC, and the ENSEC representative at the European Centre for Educational Resilience and Socio-Emotional Health, University of Malta.

JKP publications by Paul Cooper

Marking Jessica Kingsley Publishers' 30th anniversary of publishing books that make a difference, this collection of articles gives insight into social change achieved during the last 30 years. With contributors looking at both the positive and negatives aspects of their field, it offers a unique look into a diverse array of disciplines. Learn More

Theory and Practice

Edited by David Colley and Paul Cooper. Foreword by Barry Carpenter

As part of preparation for the classroom, it's key for trainee teachers to understand the emotional needs of students. This book provides a clear introduction to emotional development and attachment, offering advice and guidance from a diverse range of professional perspectives including psychology, health and education. Learn More

Engaging Children and Young People with Social, Emotional and Behavioural Difficulties

Edited by Carmel Cefai and Paul Cooper

This book suggests adopting educational practices which encourage feelings of emotional security, promote trusting and supportive relationships and reflect students' views and feelings; essential qualities for healthy personal and social development in children and young people. Learn More

A Guide to Developing Pupils' Emotional and Cognitive Skills

Carmel Cefai

This book explores ways of nurturing resilience in vulnerable students. It proposes a positive way of thinking about schools as institutions that can foster cognitive and socio-emotional competence in all students. It examines effective practices, and assesses a range of classroom processes, such as engagement, inclusion, and prosocial behaviour. Learn More

Connecting with Children with Social, Emotional and Behavioural Difficulties

Paul Cooper and Yonca Tiknaz

The authors present evidence of the success of nurture groups, and examine what factors affect the success of the group. From this they draw key messages for effective practice, including the importance of recognising a child's emotional needs and meeting them, and the role of the relationship between the teaching staff co-ordinating the group. Learn More

The contributors stress that EBDs are a form of communication, albeit an antagonistic one, and evaluate the success of different methods of intervention in clinical, educational and family settings. They argue that successful intervention requires an appreciation of the complex interplay in the social and personal factors affecting each child. Learn More